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Trait and State Variance in Multi-Informant Assessments of ADHD and Academic Impairment in Spanish First-Grade Children.
J Clin Child Adolesc Psychol. 2018 Sep-Oct; 47(5):699-712.JC

Abstract

OBJECTIVE

We examined the stable trait and variable state components of ADHD-inattention (IN), ADHD-hyperactivity/impulsivity (HI), and academic impairment (AI) dimensions using mothers', fathers', primary and secondary teachers' ratings of children's behavior at home and school. We also examined between-informant agreement with regard to trait and state components.

METHOD

Mothers, fathers, primary and secondary teachers rated HI, IN, and AI in N = 758 Spanish first grade children (55% boys) over three measurement occasions across 12 months.

RESULTS

Latent state-trait analyses revealed that mothers', fathers', and primary teachers' (but not secondary teachers') ratings reflected more trait variance for ADHD-HI (M = 73%), ADHD-IN (M = 74%), and AI (M = 76%) than occasion-specific variance (M = 27%, M = 26%, and M = 24%, respectively). Fathers' ratings shared a meaningful level of trait variance with mothers' ratings of ADHD-HI and ADHD-IN (range 78% to 82%), whereas primary and secondary teachers' ratings shared lower levels of trait variance with mothers' ratings (range 41% to 63%). The trait components of fathers', primary teachers', and secondary teachers' ratings of AI showed high levels of convergence with mothers' ratings (88%, 70%, and 59% respectively).

CONCLUSIONS

ADHD symptom reports reflect both trait (48 to 86%) and state (14 to 53%) variance components. The lower amount of shared variability between home and school suggests the setting-specificity of trait and state components of ADHD symptoms. Our findings indicate that ADHD symptom reports may reflect context-specific traits, suggesting the importance of differentiating and targeting ADHD behaviors across different settings.

Authors+Show Affiliations

a Department of Psychology , Utah State University.a Department of Psychology , Utah State University.b Department of Psychology , Washington State University.c Department of Psychology , University of the Balearic Islands.

Pub Type(s)

Journal Article
Research Support, Non-U.S. Gov't

Language

eng

PubMed ID

26890535

Citation

Litson, Kaylee, et al. "Trait and State Variance in Multi-Informant Assessments of ADHD and Academic Impairment in Spanish First-Grade Children." Journal of Clinical Child and Adolescent Psychology : the Official Journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53, vol. 47, no. 5, 2018, pp. 699-712.
Litson K, Geiser C, Burns GL, et al. Trait and State Variance in Multi-Informant Assessments of ADHD and Academic Impairment in Spanish First-Grade Children. J Clin Child Adolesc Psychol. 2018;47(5):699-712.
Litson, K., Geiser, C., Burns, G. L., & Servera, M. (2018). Trait and State Variance in Multi-Informant Assessments of ADHD and Academic Impairment in Spanish First-Grade Children. Journal of Clinical Child and Adolescent Psychology : the Official Journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53, 47(5), 699-712. https://doi.org/10.1080/15374416.2015.1118693
Litson K, et al. Trait and State Variance in Multi-Informant Assessments of ADHD and Academic Impairment in Spanish First-Grade Children. J Clin Child Adolesc Psychol. 2018 Sep-Oct;47(5):699-712. PubMed PMID: 26890535.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Trait and State Variance in Multi-Informant Assessments of ADHD and Academic Impairment in Spanish First-Grade Children. AU - Litson,Kaylee, AU - Geiser,Christian, AU - Burns,G Leonard, AU - Servera,Mateu, Y1 - 2016/02/18/ PY - 2016/2/19/pubmed PY - 2019/8/27/medline PY - 2016/2/19/entrez SP - 699 EP - 712 JF - Journal of clinical child and adolescent psychology : the official journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53 JO - J Clin Child Adolesc Psychol VL - 47 IS - 5 N2 - OBJECTIVE: We examined the stable trait and variable state components of ADHD-inattention (IN), ADHD-hyperactivity/impulsivity (HI), and academic impairment (AI) dimensions using mothers', fathers', primary and secondary teachers' ratings of children's behavior at home and school. We also examined between-informant agreement with regard to trait and state components. METHOD: Mothers, fathers, primary and secondary teachers rated HI, IN, and AI in N = 758 Spanish first grade children (55% boys) over three measurement occasions across 12 months. RESULTS: Latent state-trait analyses revealed that mothers', fathers', and primary teachers' (but not secondary teachers') ratings reflected more trait variance for ADHD-HI (M = 73%), ADHD-IN (M = 74%), and AI (M = 76%) than occasion-specific variance (M = 27%, M = 26%, and M = 24%, respectively). Fathers' ratings shared a meaningful level of trait variance with mothers' ratings of ADHD-HI and ADHD-IN (range 78% to 82%), whereas primary and secondary teachers' ratings shared lower levels of trait variance with mothers' ratings (range 41% to 63%). The trait components of fathers', primary teachers', and secondary teachers' ratings of AI showed high levels of convergence with mothers' ratings (88%, 70%, and 59% respectively). CONCLUSIONS: ADHD symptom reports reflect both trait (48 to 86%) and state (14 to 53%) variance components. The lower amount of shared variability between home and school suggests the setting-specificity of trait and state components of ADHD symptoms. Our findings indicate that ADHD symptom reports may reflect context-specific traits, suggesting the importance of differentiating and targeting ADHD behaviors across different settings. SN - 1537-4424 UR - https://www.unboundmedicine.com/medline/citation/26890535/Trait_and_State_Variance_in_Multi_Informant_Assessments_of_ADHD_and_Academic_Impairment_in_Spanish_First_Grade_Children_ L2 - https://www.tandfonline.com/doi/full/10.1080/15374416.2015.1118693 DB - PRIME DP - Unbound Medicine ER -